How accurate can mothers and teachers be regarding children's emergent literacy development? A comparison between mothers with high and low education

Early Child Development and Care

Volumn 179, Issue 1, 2009, Pages 27-41

  Korat, Ofra ^a  

^a BAR ILAN UNIVERSITY   (Israel)

Author keywords

Emergent literacy; Kindergarten; Mothers' education level; Mothers' evaluations; Teachers' evaluations

Indexed keywords

EID: 68949198780     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/03004430600879232     Document Type: Article

References (61)

1. Aram, D., & Levin, I. (2002). Mother-child writing and storybook reading: relations with literacy among low SES kindergartner, Merrill-Palmer Quarterly, 48(2), 202-224.
2. Baker, L., Fernandez-Fein, S., Scher, D., & Williams, H. (1998). Home experiences related to the development of word recognition, in: J.L. Metsala & L.C. Ehri (Eds) Word recognition in beginning literacy (Hillsdale, NJ, Lawrence Erlbaum), 263-288.
3. Bissex, G.L. (1980) GNYS AT WRK: a child learns to write and read (Cambridge, MA, Harvard University Press).
4. Bornstein, M.H., Haynes, O.M., Azuma, H., Galperin, C., Maital, S., Ogino, M., et al. (1998). A cross-national study of self-evaluation and attribution in parenting: Argentina, Belgium, France, Israel, Italy, Japan, and United States, Developmental Psychology, 34, 662-676.
5. Bornstein, M.H., Hahn, C.S., Suizzo, M.A., & Haynes, O.M. (2001). Mothers' knowledge about child development and childrearing, unpublished manuscript, National Institute of Child Health and Human Development.
6. Bowey, J. (1995). Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement, Journal of Educational Psychology, 87, 476-487.
7. Clay, M. (1979). Stones (London, Heinemann Educational Books).
8. Clay, M. (1989). Concepts about print in English and other languages, The Reading Teacher, 42, 268-276.
9. Coleman, J.S. (1988). Social capital in the creation of human capital, American Journal of Sociology, 94 (supplement), S95-S120.
10. Colter, S., & Shoemaker, D.J. (1969). The accuracy of mothers' reports, Journal of Genetic Psychology, 114, 97-107.
11. Cote, L.R., & Azar, S. (1997). Child age, parent and child gender, and domain differences in parents' attributions and responses to children's outcomes, Sex Roles: A Journal of Research, 36, 23-50.
12. Delago-Hachey, M. (1984). Mothers' attributions of their children's intellectual abilities and their relationship to academic achievements (Doctoral dissertation, University of Florida, 1984), Dissertation Abstracts International, 45, 2330B.
13. Dickenson, D.K., McCabe, A., & Anastasopoulos, L. (2003). A framework for examining book reading in early childhood classrooms, in: A. van Kleeck, S.A. Sthal & E.B. Bauer (Eds) On reading books to children: parents and teachers) Mahwah, NJ, Lawrence Erlbaum Associates Publishers), 95-113.
14. Douglas, W. (2000). Student engagement at school: a sense of belonging and participation. OECD. Retrieved from www.pisa.oecd.org on March 7 2000.
15. Duncan, G.J., & Brooks-Gunn, J. (Eds). (1997). Consequences of growing up poor (New York, Russell Sage).
16. Entwisle, D.R., & Astone, N.M. (1994). Some practical guidelines for measuring youth's race-ethnicity and socioeconomic status, Child Development, 65, 1521-1540.
17. Ensminger, M.E., & Fothergill, K.E. (2003). A decade of measuring socioeconomic status: What it tells us and where to go from here, in: M.H. Bornstein & R.H. Bradley (Eds) Handbook of parenting: Socioeconomic status, parenting, and child development (Mahwah, NJ, Lawrence Erlbaum Associates, Inc.).
18. Evans, M.A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills, Canadian Journal of Experimental Psychology, 54, 65-75.
19. Feitelson, D., & Goldstein, Z. (1986). Patterns of book ownership and reading to young children in Israeli school-oriented and nonschool-oriented families, The Reading Teacher, 39, 924-930.
20. Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling (London, England, Heinemann).
21. Goodnow, J.G., & Collins, W.A. (1990). Development according to parents: the nature the sources and consequences of parents' ideas (Hillsdale, NJ, Erlbaum).
22. Harkness, S., & Supper, C. (1996). Parents' cultural belief systems: their origins, expressions and consequences (New York, Guilford).
23. Harst, J.C., Burke, C.L., & Woodward, V.A. (1981). Children's language and world: Initial encounters with print, in: J.A. Langer & N.T. Smith-Bruke (Eds). Reader meets author/ bridging the gap. (Newark, DE, International Reading Association), 105-131.
24. Hecht, S.A., Burgess, S.R., Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: the role of phonological awareness, rate of access and print knowledge, Reading and Writing: An Interdisciplinary Journal, 12, 99-127.
25. Hiebert, E.H., & Adams, C.S. (1987). Fathers' and mothers' perceptions of their preschool children's emergent literacy, Journal of Experimental Psychology, 44, 25-37.
26. Holden, G.W. (1997). Parents and dynamics of child's reading (Boulder, CO, Westview Press, Harper Collins).
27. Hunt, J. Mc V., & Paraskevopoulos, J. (1980). Children's psychological development as a function of the inaccuracy of their mothers' knowledge of abilities, Journal of Psychology, 136, 285-298.
28. Keller, H., Scolmerich, A., & Eibl-Eibesfeldt, I. (1988). Communication patterns in adult-infant interactions in Western and non-Western cultures, Journal of Cross-Cultural Psychology, 9, 427-445.
29. Korat, O. (1993). Sensitivity to phonological, morphological and semantic cues in early reading and writing in Hebrew, Merrill-Palmer Quarterly, 39, 213-232.
30. Korat, O. (2003). Functional-social and cognitive aspects in emergent literacy: Relations to SES and to reading-writing acquisition in first grade. Megamot, 42, 195-218 (in Hebrew).
31. Laosa, L.M. (1980). Maternal teaching strategies in Chiacano and Anglo-American families: The influence of culture and education on maternal behaviour, Child Development, 51, 759-765.
32. LaRue, A. (1989). Home advantage: social class and parental intervention in elementary education (London, Falmer Press).
33. Levin, I., & Tolchinsky-Landsmann, L. (1989). Becoming literate: referential and phonetic strategies in early reading and writing, International Journal of Behavioral Development, 12, 369-384.
34. Levin, I., Share, D., & Shatil, E. (1996). A qualitative-quantitative study of preschool writing: its development and contribution to school literacy, in: C.M. Levy & S. Ransdale (Eds) The sciences of writing: theories, method, individual differences and application (Mahwah, NJ, Erlbaum), 271-293.
35. Levin, I., Levy-Shiff, R., Appelbaum-Peled, T., Katz, I., Komar, M., & Meiran, N. (1997). Antecedents and consequences of maternal involvement in children's homework: a longitudinal analysis, Journal of Applied Developmental Psychology, 18, 207-227.
36. Lonigan, C.J., Burgess, S.R., Anthony, J.L., & Baker, T.A. (1998). Development of phonological sensitivity in 2 to 5-year-old children, Journal of Educational Psychology, 90, 294-311.
37. Martin, C.A., & Johnson, J.E. (1992). Children's self attributions and mothers' beliefs about development and competencies, in: I.E. Sigel, A.V. McGillicuddy De-Lisi, & J.J. Goodnow (Eds) Parental belief systems: the psychological consequences for children (Hillsdale, NJ: Erlbaum), 95-113.
38. McCarthy, S. (1997). Connecting home and school literacy practices in classroom with diverse populations, Journal of Literacy Research, 29, 145-182.
39. McGillicuddy De-Lisi, A.V. (1982). The relationships between parents' beliefs about development and family constellation, socioeconomic status, and parents' teaching strategies, in: L.M. Laoso & I.E. Sigel (Eds) Families as learning environments for children (New York, Plenum Press), 261-299.
40. McGillicuddy De-Lisi, A.V., & Sigel, I.E. (1995). Parental beliefs, in: M.H. Bornstein (Ed.) Handbook of parenting (vol. 3) (Mahwah, NJ, Erlbaum), 333-358.
41. Miller, S.A. (1986). Parent's beliefs about their children's cognitive abilities, Developmental Psychology, 22, 276-284.
42. Miller, S.A. (1988). Parents' beliefs about children's cognitive development, Child Development, 59, 259-285.
43. Nicolson, T. (1997). Closing the gap on reading failure: social background, phonemic awareness, and learning to read, in: B.A. Blachman (Ed.) Foundations of reading acquisition and dyslexia: implication for early intervention (Mahwah: NJ: Erlbaum), 381-407.
44. Paganí, L., Boulerice, B., Vitaro, F., & Tremblay, R.E. (1999). Effects of poverty on academic failure and delinquency in boys: A change and process model approach, Journal of Child Psychology and Psychiatry, 40, 1209-1219.
45. Peet, S.H., Powell, D.R., & O'Donell, B.K. (1997). Mother-teacher congruence in perceptions of child's competence and school engagement: links to academic achievement, Journal of Applied Developmental Psychology, 18, 373-393.
46. Pellegrini, A.D., Galda, L., Shokley, B., & Stahl, S. (1994). The nexus of social literacy experiences at home and school: implications for first grade oral language and literacy. Reading Research Report No. 21 (College Park, MD, National Reading Center).
47. Reese, E. (1995). Predicting children's literacy from mother-child conversations, Cognitive Development, 10, 381-405.
48. Roman, V.P. (1980). The relationship between language ages of preschool children derived from a parent informant scale and language ages derived from tests administrated directly to the preschool child, Language Speech and Hearing Services in the Schools, 11, 50-55.
49. Sattler, J.M., Feldman, J., & Bohanan, A.L. (1985). Parental estimates of children's receptive vocabulary, Psychology in the Schools, 22, 303-307.
50. Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, Theory And Practice, in: S.B. Neuman & D. Dickenson (Eds) Handbook of early literacy research (New York, The Guilford Press), 97-110.
51. Shatil, E. (2001). A new friend: adaptation version of concept about print to Hebrew (Kiryat Bialik: Aah Publishing).
52. Shatil, E., Share, D.C., & Levin, I. (2001). On the contribution of kindergarten writing to grade one literacy: a longitudinal study in Hebrew, Applied Psycholinguistics, 21, 1-21.
53. Snow, C.E., Burns, M.S., & Griffin, P. (Eds) (1998). Preventing reading difficulties in young children (Washington, DC, National Academy Press).
54. Stevenson, H.W., Chen, C., & Uttal, D.H. (1990). Beliefs and achievements: a study of black, white and Hispanic children, Child Development, 61, 508-523.
55. Tardif, T. (1993). Adult-to-child speech and language acquisition in Mandarin Chinese, Unpublished doctoral dissertation, Yale University, New Haven, CT.
56. Teale, H.W. (2003). Reading aloud to young children as a classroom instructional activity: insights from research and practice, in: A. van Kleeck, S.A. Sthal, & E.B. Bauer (Eds), On reading books to children: parents and teachers (Mahwah, NJ, Lawrence Erlbaum Associates Publishers), 114-139.
57. Tudge, J., & Putnam, S. (1997). The everyday experiences of North American preschoolers in two cultural communities: a cross-disciplinary and cross-level analysis, in: J. Tudge, M.J. Shanahan, & J. Valsiner (Eds) Comparisons in human development: understanding time and context (New York: Cambridge University Press), 252-279.
58. Vygotsky, L.S. (1978). Mind and society: the development of higher psychological processes (Cambridge, MA, Harvard University Press).
59. Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy, Child Development, 69, 848-872.
60. Whitehurst, G.J., & Lonigan, C.J. (1978). Emergent literacy: development from prereaders to readers, in: S.B. Neuman & D. Dickenson (Eds) Handbook of early literacy research (New York, The Guilford Press), 11-30.
61. Winetsky, C.S. (1978). Comparisons of the expectations of parents and teachers for the behavior of preschool children, Child Development, 49, 1146-1154.